Is Indigeneity hidden in the shadow of Australian national school reforms?

Abstract

In a recent report on their efforts toward addressing Indigenous disadvantage, the Australian Government was unable to report any progress in improving school attendance, literacy and numeracy, whether nationally or at the state or Territory level (Prime Minister and Cabinet, 2020: 13). As a result, Indigenous educational disadvantage has been identified as "among the most pressing and persistent public policy challenges in Australia" (Fahey, 2021). This is despite considerable attention and effort being directed toward improving the achievements of Indigenous students 1 , particularly those living in remote areas (Guenther, 2013: 157). As